Proceedings of Second Malaysian Postgraduate Conference (MPC) 2012, Bond University, Gold Coast, Australia, 7-9 July 2012.

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SECOND MALAYSIAN
POSTGRADUATE CONFERENCE
(MPC) 2012


Date: July 7-9, 2012


Venue: Bond University
Gold Coast, Queensland,
Australia


Organized by

EMA, Sydney
MyPSA, New South Wales
PPMQ, Queensland
MASCA, Queensland

Australia


In conjunction with

MALAYSIAN AUSTRALIA -
NATIONAL CONFERENCE AND GAMES (NCG) 2012
(7-12 July 2012)

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SECOND MALAYSIAN
POSTGRADUATE
CONFERENCE
MPC 2012
7 - 9th July, Bond University, Gold Coast, Queensland, Australia. MPC
is a conference of intellectual gathering for the Malaysian
Postgraduate students in Australia to gather and to promote the
sharing of ideas and knowledge among the MyPSA members.

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SECOND MALAYSIAN POSTGRADUATE CONFERENCE
(MPC 2012)


CONFERENCE CHAIRMAN’S PREFACE

The year 2012 represents a significant milestone in the history of MyPSA-NSW,
PPMQ and EMAS with the organization of the Second Malaysian Postgraduate
Conference at the Bond University, Gold Coast on 7~9 July 2012, concurrent with
National Conference and Games NCG 2012. A number of delegates from different
premier academic and research institutions in Australia have participated and shared
their research experiences at the conference. In all 25 contributed and presentations are
presented at the conference. The topics covered range of all aspect study from
engineering, medical, humanitarian, art, social sciences, technology, finance and
management.

The conference has helped in bridging researchers working at different institutions in
Australia to share their knowledge and helped in motivating young researchers working
for their doctoral program. This has also given some clear directions for further research
from the deliberations of the conference.

Several people have contributed in different ways for the success of the conference. We
thank all the authors of the contributed papers, for the cooperation rendered to us in the
publication of the conference proceedings. In particular, we would like to place on
record, the expert reviewers who have spared their time for reviewing the papers. We
also highly appreciate the assistance offered by many volunteers in organising the
conference and the preparation of the conference proceedings.


Dr. Faiz Daud
Chairman
MPC 2012

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ORGANIZING COMMITTEES

PATRON
Dato’ Salman Ahmad
His Excellency High Commissioner of Malaysia Australia

ADVISOR
Dr. Jumiati Ismail
Director of Education Malaysia Australia

COORDINATOR
Mr. Zaharuddin Shamsuddin (Education Attaché’, EMA)
Mr. Ahmad Sabri Mohamad (Education Attaché’, EMA)

ORGANIZING COMMITTEE

CHAIRMAN
Dr. Faiz Daud
Public Health, University of Sydney, Australia

SECRETARIAT
Safiah Samsuddin
Nabilah Ghazali
Siti Munirah Abdul Razak

PROGRAM COMMITTEE
Dr. Jumiati Ismail, Director, EMA
Dr. Firdaus Abd Rahim, UPM, Malaysia
Dr. Faiz Daud, University of Sydney, Australia
Engr. Muhamad Mat Noor, UMP, Malaysia
Associate Professor Dr. Kamarul Ariffin Khalid, Adelaide, Australia
Dr. Faisal Mohd Yasin, Griffith University, Australia
Pn. Zaidah Md Zin, Petronas Student Advisor, Australia
Dr. Nabilah Othman, HUKM, Malaysia
Associate Professor Dr. M. M. Rahman, UMP, Malaysia
Associate Professor Wan Fauziah Wan Mustaffa, UiTM, Malaysia
Associate Professor Dr. Haliza Hirza Jaafar, UiTM, Malaysia

FLOOR AND EVENT MANAGER
Megat Azman Megat Mokhtar
Mohd Syrinaz Azli
Emmy Hainida Khairul Ikram

REGISTRATION AND TECHNICAL
Safiah Samsuddin
Muhammad Saufi Firdaus Sabudin
Mohamad Faiz Zakaria

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FOOD AND BEVERAGES
Hj. Faizal Kamarudin
Johan Kamal Hamidon

ACCOMMODATION
Nabilah Ghazali
Saiful Nizam Ahmad Suhaimi
Mohd Noorazam Abdul Razak

LOGISTIC
Mohamad Alif Abdul Latif
Rizal Effendi Razali

PROMOTION AND SPONSORSHIP
Mohd Dona Sintang

TECHNICAL COMMITTEE
Engr. Muhamad Mat Noor, USQ Australia (Chair)
Assoc. Prof. Dr. Md. Mustafizur Rahman, UMP Malaysia
Dr. Faiz Daud, Public Health, University of Sydney, Australia
Dr. Kumaran Kadirgama, UMP, Malaysia
Professor Dr. Aidy Ali, UPNM, Malaysia
Dr. Chetan Chodankar, UQ, Australia



REVIEWERS
Professor Hanafi Ismail, USM, Malaysia
Professor Dr. Ezhar Bin Tamam, UPM, Malaysia
Professor Siti Rahayah, UKM, Malaysia
Professor S.M.Sapuan, UPM, Malaysia
Professor Dr. Talal Yusaf, USQ, Australia
Professor Dr. Aidy Ali, UPNM, Malaysia
Professor Dr. Shattri Mansor, UPM, Malaysia
Professor Che Hassan Che Haron, UKM, Malaysia
Professor Dr. Rahmatullah Khan, UPSI, Malaysia
Professor Dr Munawar Iqbal, Malaysia
Professor Dr Shamsher Mohamad, INCEIF, Malaysia
Professor Mervyn Lewis, UNISA, Australia
Professor Masud Choudhury, SQU, Oman
Associate Professor Jill Lawrence, USQ, Australia
Dr Aparna Hebbani, UQ, Australia
Dr. Andy Le Brocque, USQ, Australia
Dr. Tek Narayan Maraseni, USQ, Australia
Engr. M. M. Noor, UMP, Malaysia
Dr. Alias Mohd Sood, UPM, Malaysia
Associate Professor Dr. M. M. Rahman, UMP, Malaysia
Dr. Belal Yousif, USQ, Australia
Dr. Jayantha Eparachi, USQ, Australia
Pn Ramiza Darmi, UPM, Malaysia
Associate Professor Dr. Ibrahim Busu, UTM, Malaysia

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REVIEWERS (Continue…)
Professor Dr. Hari Prasad, Sri Venkateswara College of Eng. and Tech., India
Professor Ingrid Pramling, Gothenburg University, Sweden
Professor Suzana Shahar, UKM, Malaysia
Professor David Thambiratnam, QUT, Australia
Professor Ross McKinnon, Flinders University, Australia
Professor Dr. Elsayed Orady, University of Michigan-Dearborn, US
Associate Professor Dr. Abdul Rashid Mohamed Shariff, UPM, Malaysia
Dr. Kumar Kenchegowa, PES College of Engineering, India
Dr. Mohammad Hosseini Fouladi, UKM, Malaysia
Dr. Venkat Pulla, Charles Sturt University/Australia
Dr. Kumaran Kadirgama, UMP, Malaysia
Dr. Caroline Lenette, Griffith University, Australia
Dr Ahmed Elgeushey, Helwan University, Egypt
Syahrul Niza Kamarul Ariffin, Deakin University, Australia
Associate Professor Judy Bauer, UQ, Australia
Mr. Che Ku Eddy Nizwan Che Ku Husin, UMP, Malaysia
Pn. Miminorazeansuhaila Loman, UMP, Malaysia
Associate Professor Karu Karunasena, USQ, Australia
Dr. Han Huang, UQ, Australia
Dr. Mainul Islam, USQ, Australia
Dr. Hasril UNITEN, Malaysia
Fadillah Mansor, La Trobe University, Australia
Dr. Paul Baker, USQ, Australia
Associate Professor Dr. Zalilah Md Shariff, UPM, Malaysia
Dr. Hamid Jan, USM, Malaysia
Dr. Chetan Chodankar, UQ, Australia
Abdul Aziz Hairuddin, UPM, Malaysia
Mior Azman Meor Said, UTP, Malaysia
Dr. Catherine M Demosthenous, Griffith University, Australia
Dr. Susana Eisenchlas, Griffith University, Australia
Dr. Nor Azizan Che Embi, UIA, Malaysia
Dr. Hamizah Hassan, UiTM, Malaysia
Dr. Mahmood Nathie, Griffith University, Australia
Dr. Natasha Mazna Ramli, USIM, Malaysia
Dr. Hellene Demosthenous, Griffith University, Australia
Dr. Zalina Mohd Kasim, UPM, Malaysia
Dr. Ilyana Jalaluddin, UPM, Malaysia
Dr. Salina Husain, UPM, Malaysia
Dr. Wan Mazlini Othman, UPSI, Malaysia
Associate Professor Dr Normaliza Abd Rahim, UPM, Malaysia
Associate Professor Normahdiah Sheikh Said, UPM, Malaysia
Associate Professor Dr S.Vijayaletchumy, UPM, Malaysia
Associate Professor Dr. Nordin Jamaluddin, UKM, Malaysia
Professor Farida Fozdar, University of Western Australia, Australia
Professor Michelle Barker, Griffith University, Australia
Professor Simone Volet, Murdoch University, Australia

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GENERAL INFORMATION

DATE
VENUE
ACCOMODATION : Marrakesh Apartments, Surfers Paradise, QLD, Australia.

PAPER PRESENTATION GUIDELINES

1. Paper presentation will be 15 minutes followed by 5 minutes Q&A.
2. Proceedings will be prepared after the colloquium.

SATURDAY, 7TH JULY 2012
10.00am -Check –in Marrakesh Apartment
: 7 ~ 9 July 2012 (Saturday - Monday)
: Bond University, Gold Coast Queensland
12.30pm -Bus trip to Bond University
1.00pm -Registration at Bond University
2.00pm -Opening Ceremony
2.30pm -Keynote Address
3.30pm -Tea Break / Asar
4.00pm -Session 1
5.30pm -Day 1 Ends / Maghrib /Bus trip to Marrakesh Apartment
*Evening-Light & Easy

SUNDAY, 8TH JULY 2012
07.15am -Breakfast
08.00am -Bus trip to Bond University
09.00am -Plenary / Session 2
10.30am -Tea Break
11.00am -Session 3
01.00pm -Lunch / Zuhur
02.00pm -Session 4
04.00pm -Tea Break / Asar
04.30pm -Closing ceremony
05.30pm -Day 2 Ends / Maghrib / Bus trip to Marakesh Apartment
*Evening-Light & Easy

MONDAY, 9TH JULY 2012
10.00am -Check out

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TABLE OF CONTENT

Title and Authors Page

Level of Communication, Leadership and Teamwork Skills among Higher
Education Students
Siti Rahayah Ariffin, Rodiah Idris and Nur'Ashiqin Najmuddin

National HPV Vaccine: The Australian Debate
Faiz Daud

Postgraduate Journey of Malaysian Students in Australia
J. Ismail

Design of Smart Structures for Wind Turbine Blades
Supeni E.E., Epaarachchi J.A., Islam M.M. and Lau K.T.

Improved Hydrogen Storage Performance in MGH2 with Carbon Nanotubes
Composites
Atikah Kadri, Xiangdong Yao and G.Q. Max Lu

A Preliminary Study of Control Parameters for Open Furnace Mild
Combustion using CFD
M. M. Noor, Andrew P. Wandel and T. F. Yusaf

Modal Analysis of High Frequency Acoustic Signal Approach for Progressive
Failure Monitoring in Thin Composite Plates
Z. M. Hafizi, J. Epaarachchi and K. T. Lau

Preliminary Study for Multiple Object Oriented Approaches towards Automated
Segmentation, 3D Visualisation of Cell Tomography
N.I.R. Ruhaiyem, B.J. Marsh and P. van der Heide

MILD Combustion: A Technical Review towards Open Furnace Combustion
M.M. Noor, Andrew P. Wandel and T.F. Yusaf

Investigating Intercultural Communication Across Ethnic Diversity: A Preliminary
Study at University Malaysia Terengganu
Isma Rosila Ismail and Jill Lawrence

Less is More - Partial Thiolation of Porous Chitosan Beads to Enhance Cu(II)
Adsorption
Yong, S.K., Skinner, W., Bolan, N. and Lombi, E.

Islamic Mutual Funds Performance: A Panel Analysis
Fadillah Mansor, Ishaq Bhatti and Hayat Khan

Assessing the Effectiveness of the Different Levels of Instructional Strategies
[DLIST] for Online Learning by Undergraduate Students at the University of
Southern Queensland (USQ), Australia
Syaril Izwann Jabar

The Modelling of the Effect of Air Fuel Ratio on Unburned Hydrocarbons for Mild
Combustion
M.M.Noor, Andrew P.Wandel and T.F.Yusaf

1

11

15

20

37

46

61

67

79

101

131

140

155
159

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Fine-Scale Habitat Modelling of Wildlife Species using Spatial Information Tools
Zainol Zanariah, W. N., Apan, A., Le Brocque, A.F. and Maraseni, T. N.

Hedge Fund Performance in Australian Market: An Empirical Study
Nor Hadaliza Abd Rahman

164

167

Exploring Language Anxiety of Malaysian Learners
R. Darmi and P. Albion

Issues and Challenges of Using Web Portfolios: An Ancient Approach in A New
Environment
Farah Natchiar Mohd. Khaja

170

173

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2ndMalaysian Postgraduate Conference (MPC2012)
7-9 July, Bond University, Gold Coast, Queensland, Australia
Editors: M.M. Noor, M.M. Rahman and J. Ismail

1

LEVEL OF COMMUNICATION, LEADERSHIP AND TEAMWORK SKILLS
AMONG HIGHER EDUCATION STUDENTS

Siti Rahayah Ariffin1, Rodiah Idris2 and Nur'Ashiqin Najmuddin3

1PERMATA Pintar Negara, Universiti Kebangsaan Malaysia (UKM),
Bangi, Selangor, Malaysia, e-mail: sitira@ukm.my
2Assistant Director, Ministry of Education Malaysia,
Putrajaya Wilayah Persekutuan, Malaysia, e-mail: rodiah_bsputrajaya@hotmail.com
3Assistant Director, Ministry of Education Malaysia,
Putrajaya Wilayah Persekutuan, Malaysia, e-mail: iqin_naj@hotmail.com


ABSTRACT

A holistic view of education suggested that generic skills besides knowledge are
important outcomes of university education. All Malaysian universities need to be more
sensitive to generic skills because these skills are essential based on Malaysian
Qualification Frameworks (MQF) 2006. The purpose of the study is to determine the
validity and reliability of Malaysian Generic Skills Instrument (MyGSI) and the levels
of communication, leadership and teamwork skills among higher education students.
The population of the study is all Universiti Kebangsaan Malaysia (UKM)
undergraduate students. The sample was clustered according to faculties. There were
635 samples in the study. The respondents age ranged from 20 to 35 years old. The data
were analysed using Winsteps version 3.64.2, a Rasch-based item analysis program.
The study used MyGSI which consists of 149 items. Mean, standard deviations, t-test
and ANOVA were used in the data analysis. The findings showed that the levels of
communications, leadership and teamwork skills were higher among non-science
students as compared to science students. The study also showed that the levels of
communication, leadership and teamwork skills were differed based on gender, race and
group. The study implied that lecturers need to be more sensitive to the needs of
upgrading students’ generic skills to prepare them to be more competent in employment
skills.

Keywords: Generic skills, communication, leadership, teamwork skills, student of
higher education.

INTRODUCTION

Our graduates are our future leaders. Leaders of tomorrow require generic skills that
will enable them to function effectively in the workplace. The generic skills are the
skills that students need to become more successful learners and successful practitioners
in their field of study, work and other aspects of their life are an important outcome of
university education (Havard et al., 1998; Bennett et al., 2000; Biggs, 2003; Lublin,
2003; Lizzio and Wilson, 2004; Jager and Nassimbeni, 2005; Ballantine and Larres,
2007; Allan and Clarke, 2007). MQF (2006) has listed eight generic skills that are
needed by all individuals: (i) knowledge of discipline areas (ii) practical skills (iii)
social skills and responsibilities (iv) value, attitudes and professionalism (v)
communication, leadership and teamwork skills (vi) critical thinking, problem solving

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Level of Communication, Leadership and Teamwork Skills among Higher Education Students
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and scientific skills (vii) information management and lifelong learning skills (viii)
managerial and entrepreneurial skills.

Biggs (2003) posited three levels of skills that are required for students to
become independent learners: generic skills related to specific content and
metacognitive learning skills. He defined generic skills as “ways of managing time and
space” (Biggs, 2003). A holistic view of education suggested that generic skills such as
communication, leadership and teamwork skills besides knowledge are important
outcomes of university education. These holistic skills are often common and unique to
all courses irrespective of their subject domain. These are often referred to as generic or
key skills (Oliver et al., 2000). Students needed the generic skills to be successful
practitioners in their fields (Owen, 2002; Lublin, 2003; Lizzio and Wilson, 2004; Joger
and Nassimbeni, 2005; Canning, 2007). Why are the local public university graduates
unable to get jobs in private companies? The question which appeared in the New
Straits Times (Malaysian local newspaper) on 20th of April 2005 was supported by the
Star on 26th of March 2005 through the following statement “Graduates failed during
interview session due to poor communication in English”. According to Utusan
Malaysia (24th of March 2005), 80,000 unemployed graduates need extra training to be
employable”. On the 7th of March 2005, Harian Metro suggested that graduates need to
have communication skills in order to be marketable”. Times, London, England
reported on 7th of February 2006 that unemployed graduates are poor in their social and
generic skills. The purpose of the study is to determine the validity and reliability of
MyGSI and the levels of communication, leadership and teamwork skills among UKM
undergraduate students. The study will also provide the University with an overview of
the undergraduates’ levels of generic skills.

METHODOLOGY

The study was conducted using quantitative survey approach. The population of the
study is all UKM undergraduate students. The sample was clustered according to
faculties. There were 635 samples (158 males and 477 females’ students) in the study.
The respondents’ age ranged from 20 to 35 years old. The data was analyzed using
Winsteps version 3.64.2, a Rasch-based item analysis program. The study used MyGSI
which consists of 149 items which was certified by a panel of experts. The items consist
of 66 communication items, 42 leadership items and 41 teamwork items. Mean,
standard deviations, t-test and ANOVA were used in the data analysis.

RESULTS

The data was analyzed using Winsteps version 3.64.2 to determine the validity and
reliability of the MyGSI. Rasch Model analysis provided item reliability and construct
validity as shown in Table 1 to 3. The item reliability index is range 0 to 1 whereby 0.8
and above is strongly acceptable (Bond and Fox, 2001). A construct with a set of
unidimentional items should display a positive PTMEA Corr value which means that the
items are working together to measure a single underlying construct. This is the basic
step in measuring the construct validity (Bond and Fox, 2001). Table 1 shows that the
item reliability of communication skills is 0.99. Table 2 shows that the item reliability
of leadership skills is 0.99, whereas the item reliability of teamwork skills in Table 3
is 0.98.

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Table 1. Item reliability: Communication skills

RAW
SCORE
COUNT MEASURE MODEL
EROR
INFIT OUTFIT
MNS
Q
1.02
.30
2.04
.57
MNS
Q
1.00
.25
1.72
.58
ITEM RELIABILITY .99
ITEM RELIABILITY .99
ZSTD ZSTD
MEAN
S.D
MAX
MIN
REAL RMSE .06
MODEL RMSE .06
S.E. OF student MEAN = .10
Summary of 66 Measured Items

2320.3
285.9
2699.0
1078.0
635.0
.0
635.0
635.0
.00
.80
3.03
-1.40
.06
.01
.70
.05
-.2
4.1
9.9
-7.6
.0
4.4
9.9
-7.9
SEPARATION 13.14
SEPARATION 13.68
Table 2. Item reliability: Leadership skills

RAW
SCORE
COUNT MEASURE MODEL
EROR
INFIT OUTFIT
MNS
Q
1.03
.39
.64
.64
MNS
Q
1.01
.30
.66
.66
ITEM RELIABILITY .99
ITEM RELIABILITY .99
ZSTD ZSTD
MEAN
S.D
MAX
MIN
REAL RMSE .07
MODEL RMSE .07
S.E. OF student MEAN = .18
Summary of 42 Measured Items

2527.6
153.0
2738.0
1939.0
635.0
.0
635.0
635.0
.00
.64
-1.05
-1.05
.07
.00
.05
.05
-.4
3.9
-6.1
-6.1
-.4
4.1
-6.7
-6.7
SEPARATION 8.83
SEPARATION 9.20
Table 3. Item reliability: Teamwork skills

RAW
SCORE
COUNT MEASURE MODEL
EROR
INFIT OUTFIT
MNS
Q
1.01
.20
1.54
.70
MNS
Q
1.00
.17
1.37
.70
ITEM RELIABILITY .98
ITEM RELIABILITY .99
ZSTD ZSTD
MEAN
S.D
MAX
MIN
REAL RMSE .07
MODEL RMSE .07
S.E. OF student MEAN = .08
Summary of 41 Measured Items

Table 4 shows the responses from each cluster: gender, race, stream, and group.
The number of female respondents is 477 (75%) whereas males is 158 (24.9%). The
total of Malay students is 541 (71%), Chinese 152 (23.9%), Indian 19 (3%) and others
13 (2%). Both science and non-science students are respondents in this study. The
number of Social Science students is 424 (66.8%) whereas science students 211
(33.2%). They were three groups of students in the study: Health Science 92 (14.5%),
Science 119 (18.7%) and Social Science 424 (66.8%).
2469.8
113.5
2705.0
2189.0
633.0
.0
633.0
633.0
.00
.52
1.16
-1.18
.07
.00
.07
.06
-.1
2.7
5.2
-5.0
.1
3.0
7.2
-5.2
SEPARATION 7.32
SEPARATION 7.57

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Level of Communication, Leadership and Teamwork Skills among Higher Education Students
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Table 4. Profile of respondents

Factor Demography
Factor
Gender

Race



Streams

Group



Table 5. Mean percentage and standard deviation of MyGSI according to demography
factor


Demography Factor
Communication
Mean SD
Gender Male 72.78 6.25
Female 73.18 5.48
Race Malay 73.47 5.04
Chinese 70.48 6.38
Indian 73.34 8.14
Others 73.72 4.72
Stream Science 73.34 5.73
Non
Science
Group Health
Science

Science 71.77 5.70

Social
Science
N Frequency Percentage
635

635



635

635


Male
Female
Malay
Chinese
Indian
Others
Science
Non Science
Health Science
Science
Social Science
158
477
451
152
19
13
211
424
92
119
424
24.9
75.1
71.0
23.9
3.0
2.0
33.2
66.8
14.5
18.7
66.8

Table 5 shows that the mean percentage and standard deviation are according to
demographic factor. The data showed that female scores were higher in all constructs
(communication, leadership and teamwork skills) compared to male students (mean
percentage =76.48, 75.73). The mean percentage according to race showed that Malay
students are higher in generic skills compared to Chinese, Indian and others (mean
percentage=77.37, 73.11, 76.19, 76.19). Furthermore, the mean percentage for students
from non-science is higher compared to science students (mean percentage=76.94,
75.02) and mean percentage for students from social science is higher compared to
health science and science students (mean percentage=76.94, 75.44, 74.69). The
summary table of the t-test which compares the means percentage according to stream is
shown as Table 6. The t-test of all the constructs showed the mean percentage for
students from non-science stream were higher compared to students from science stream
and the difference was significant: communication skills (p<0.05), leadership (p<0.001)
Generic Skills
Leadership
Mean SD
78.50 7.65
79.97 7.10
80.81 6.45
76.06 7.69
79.62 12.56 78.79 13.94 76.17 10.71
79.41 5.61 78.69 5.97
78.00 7.24 76.17 7.11
80.35 7.16 79.06 7.03
Teamwork
Mean
77.76 7.34
78.21 7.13
79.32 6.16
74.34 7.65
Overall
Mean
75.73
76.48
77.37
73.11
SD SD
6.31
5.71
5.06
6.27
76.19
75.02
76.94
4.85
5.93
5.74 73.44 5.62
73.08 5.72 78.71 6.21 75.89 5.72 75.44 5.25
77.64
80.36
7.94
7.16
76.39 8.04
79.06 7.03
74.69
76.94
6.41
5.74 73.45 5.62

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5

and teamwork skills (p<0.001). The summary table of t-test which compares the means
percentage according to gender is shown as in Table 7. Only the leadership skills
construct was significant (p<0.05) according to gender.

Table 6. t-test to compare mean percentage according to stream


Table 7: t-test to compare mean percentage according to gender


Table 8 shows the One-Way Analysis of Variance (ANOVA) according to race.
The ANOVA test revealed that there was a significant difference for all constructs of all
difference races. There was significant difference for communication (F=15.444,
p<0.001), leadership (F=17.488, p<0.0001) and teamwork skills construct (F=19.904,
p<0.0001). The Scheffe test (Table 9) shows the pairs of means that are significantly
different were for Malay and Chinese students. Table 10 shows the One-Way Analysis
of Variance (ANOVA) according to groups. The ANOVA test revealed that there was a
significant difference for all constructs of all difference groups. There was significant
difference for communication (F=4.086, p<0.05), leadership (F=7.499, p<0.001) and
teamwork skills construct (F=11.923, p<0.0001). The Scheffe test (Table 11) shows the
pairs of means that are significantly different were for social science and science
students in communication and leadership skills, but the pairs of means that are
significantly different between Health Science and Science students, Science and Social
Science students was in teamwork skills.







Construct
Communication Science

Factor Mean
73.72
73.34
SD
5.73
5.62
t Sig
.021

-2.313
Non-
Science
Science
Non-
Science
Science
Non-
Science
Leadership

78.00
80.35
7.24
7.16
-3.720

.000

Teamwork 76.17
79.06
7.11
7.03
-4.859

.000

Construct
Communication Male

Leadership

Teamwork

Factor Mean
72.78
73.18
78.50
79.97
77.76
78.21
SD
6.25
5.48
7.65
7.10
7.34
7.13
t Sig
.444

.028

.499

-.778

-2.209

-.676

Female
Male
Female
Male
Female

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Level of Communication, Leadership and Teamwork Skills among Higher Education Students
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Table 8. Analysis of one-way ANOVA according to race

Sum of
Squares
Communication Between
Groups
Within
Groups
Leadership Between
Groups
Within
Groups
Teamwork Between
Groups
Within
Groups

Table 9. Mean comparison between the races using ANOVA
Construct df
Mean
Square F Sig.
1398.821 3 466.274 15.444 .000
19051.283 631 30.192
2565.448 3 855.149 17.488 .000
30854.690 631 48.898
2826.073 3 942.024 19.904 .000
29864.536 631 47.329


Table 10. Analysis one-way ANOVA according to group



Race

Construct
Leadership
ANOVA: significance
at 5% level
Scheffe:
Pairs of means that
are significantly
different:
A and B

Communication
ANOVA:
significance
at 5% level
Scheffe:
Pairs of means that
are significantly
different:
A and B
Teamwork
Malay (A)
(n=451)
Chinese (B)
(n=152)
Indian (C)
(n=19)
Others (D)
(n=13)
ANOVA:
significance at 5%
level
Scheffe:
Pairs of means that
are significantly
different:
A and B
Construct
Communication Between

Sum of
Squares df
Mean
Square F Sig.
Groups
Within
Groups
Between
Groups
Within
Groups
Between
Groups
Within
Groups
261.031 2 130.516 4.086 .017

20189.073 632 31.945
Leadership
774.706 2 387.353 7.499 .001

32645.432 632 51.654
Teamwork
1188.566 2 594.283 11.923 .000

31502.043 632 49.845